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The I.C.A.A. course in
Information & Communication Technology Bradbury School
OVERVIEW
§ The U.K. Government has commissioned the Teachers’ Training Agency to set out requirements for organisations that will run courses for teachers in Information and Communication Technology. The English Schools Foundation has chosen the I.C.A.A. course, which has been adapted here, so that it is more practical, manageable and relevant to Bradbury School.
§ In order to meet all of the T.T.A. requirements, all aspects of the course should be covered.
§ The general purpose of the course is to initiate and enable a personal philosophy of self-development in I.C.T.
§ The structure of the course:
1. PART 1, PREPARING FOR THE LESSON PLANS by examining the Scheme of Work for the year group and making a decision about which three units (hereafter the term “unit” refers to the various subsections within the Scheme of Work) will be studied by each teacher.
2. PART 2, THREE LESSON PLANS addressing the three chosen units of study.
3. PART 3, PERSONAL PROFESSIONAL DEVELOPMENT AND PERSONAL USE OF I.C.T. such as administration, assessment, recording, reporting and transfer of information.
4. PART 4, A PLAN OF ACTION for a period of time after the course is completed.
§ The work produced for the course will be used for inclusion as appendices in the school’s Schemes of Work.
GUIDELINES
§ The course may be undertaken individually or collaboratively. However, in either case each teacher should meet all the requirements (for example, each person must submit one of each of the three different kinds of lesson plans). Working as a year group team or as a Curriculum Managers team, where applicable, may be the most productive in terms of producing resources for the school and developing a range of expertise.
§ In order to assist internal and external course assessors and users of the Schemes of Work, each page of each document submitted should include the following:
i. A clear title indicating what aspect of the course it addresses,
ii. author’s name,
iii. school name,
iv. title of the unit within the Scheme of Work it relates to,
v. the type of software it relates to,
vi. the name of the software it relates to,
vii. acknowledgement of all sources,
viii. page numbers,
ix. reference to the fact that the document is part of the ICAA course.
USEFUL RESOURCES
The National Curriculum (which is available as a hard copy and online)
Bradbury School Schemes of Work
Software manuals
Digital camera manuals
ICAA (this course) CD-ROM
Scholastic Curriculum Bank for IT
“Using IT to Support English, Maths and Science” BECTA
BECTA web site www.becta.org.uk/becta_home.cfm
National Grid for Learning web site www.ngfl.gov.uk/ngfl/index.html
Virtual Teachers’ Centre web site www.vtc.ngfl.gov.uk/vtc/index.html
The resources at www.icttg.co.uk
QCA web site www.qca.org.uk
PART 1,
PREPARING FOR THE LESSON PLANS
by examining the Scheme of Work for the year group and making a decision about which three units will be studied by each teacher.
A. As a year group examine:
i. The units in the Scheme of Work for I.C.T. for the year that you teach.
ii. The three lesson plans that are described below.
B. List the software that is used for each unit and categorise it by type (for example, database, word processor).
C. Decide which members of the year group will study which units in the Scheme of Work.
The criteria for decisions are:
i. For each teacher, one unit from each term.
ii. Each teacher should cover one of each of the three types of lesson plans.
iii. Each unit within the Scheme of Work will, generally, be studied by someone.
NAME OF UNIT / TERM 1, 2 0R 3 / SOFTWARE REQUIRED / TYPE OF SOFTWARE / NAME OF TEACHER WHO WILL STUDY THIS UNIT FORLESSON PLAN 1:
DEMONSTRATION AND LESSON IN THE I.C.T. ROOM / NAME OF TEACHER WHO WILL STUDY THIS UNIT FOR
LESSON PLAN 2:
A SERIES OF LESSONS WHERE I.C.T. SUPPORTS LEARNING, RATHER THAN DOMINATES THE ACTIVITIES / NAME OF TEACHER WHO WILL STUDY THIS UNIT FOR
LESSON PLAN 3:
USING I.C.T. IN THE CLASSROOM
PART 2,
THREE LESSON PLANS
addressing the three chosen units of study.
v You must give at least one example of each of the 3 types of lessons detailed below.
v Each of the units from the Scheme of Work that you have chosen should be studied in at least one of the lesson plans.
v Each requirement listed in the three lesson plans should be addressed.
v At least one of the lesson plans should involve some kind of problem solving for the students.
To produce the plans, use the file for this document as a template into which you word process utilising features such as:
tabulating
indents
bullet points
sizes of font
bold
underline
colours
drawing boxes
shading to enhance titles
etc.
Please retain the alphabetical and numerical bullet points that are in the file.
Illustrate your plans with examples from software, etc., where appropriate, acknowledge sources and observe copyright.
The document is a Microsoft Office 2000 document. The file can also be accessed from http://www.shambles.net/ITinset/ under the heading Individual ESF Schools' ICT Action Plans/Resources, Bradbury School.
LESSON 1:
A LESSON IN THE I.C.T. ROOM WITH A DEMONSTRATION
A. THE DEMONSTRATION
i. Plan the details of a demonstration to introduce a new topic or skill.
ii. Include an analysis of the skills needed for students to complete the activity.
iii. Identify which of these skills you need to learn for yourself and how you will learn them.
iv. If you cannot learn these skills by yourself, how will you get help?
v. Use I.C.T. resources to produce support materials for the demonstration.
vi. What terminology you will use throughout the demonstration?
vii. What explicit discussion will take place about the skills and the applications used?
viii. Consider the questions the students will ask during the demonstration.
B. EVALUATION OF THE DEMONSTRATION
Evaluate your demonstration, considering:
i. how the discussion points went with the students,
ii. your use of terminology,
iii. your use of the correct procedures,
iv. appropriateness of the positioning of resources (the general resources and your own resources made for this demonstration).
C. THE LESSON
Plan, addressing the following points:
i. The main focus of the lesson.
ii. Lesson objectives, including how I.C.T. will be incorporated to meet the objectives.
iii. Learning outcomes.
iv. Anticipated time frame for parts of the lesson.
v. Resources needed.
vi. Design the I.C.T. components / materials that will be needed to support the lesson, e.g. templates, databases, worksheets (make copies to accompany these lesson plans).
vii. Details of lesson content, including how the activities will accommodate students of varying ability / special need.
LESSON 2:
A SERIES OF LESSONS WHERE I.C.T. SUPPORTS OTHER LEARNING,
RATHER THAN DOMINATES THE ACTIVITIES
A. Plan, addressing the following points:
i. The objectives for the series of lessons, including subjects and skills other than I.C.T.
ii. Anticipated time frame for the lessons.
iii. Description of the content of the lessons, including I.C.T. components.
iv. Identify why specific hardware/software has been chosen.
v. Design the I.C.T. components / materials that will be needed to support the lesson, e.g. templates, databases, worksheets (make copies to accompany these lesson plans).
vi. How students with special educational needs will be assisted.
vii. Describe the advantages and disadvantages of using I.C.T. to achieve the lessons’ objectives and as a resource for the work.
LESSON 3:
USING I.C.T. IN THE CLASSROOM
A. CLASSROOM ORGANISATION
i. Consider the positioning and layout of the I.C.T. resources (from computers to visual prompts for use of software):
for ease of use,
to minimise distractions,
to show regard for health and safety (radiation, exposed wires, avoidance of dust because dust in machines burns and emits fumes, electrical sources, seating, etc).
ii. Consider how you will ensure pupil access and entitlement.
iii. How will you monitor this in the future?
(Current U.K. recommendations are, Key Stage 2, 45 minutes per week of INDIVIDUAL use, if shared use, 90 minutes.)
B. THE LESSONS
i. The objectives for a series of sessions when I.C.T. is used in the classroom, including subjects and skills other than I.C.T.
ii. Anticipated time frame for the sessions.
iii. Description of the content of sessions.
iv. Identify why I.C.T. has been used instead of other methods.
v. Identify why specific hardware / software has been chosen.
vi. Design the I.C.T. components / materials that will be needed to support the sessions / lessons, e.g. templates, databases, worksheets (make copies to accompany these lesson plans).
vii. Any other resources that are needed.
viii. How students with special educational needs will be assisted.
PART 3,
PERSONAL PROFESSIONAL DEVELOPMENT
AND PERSONAL USE OF I.C.T.
In relation to any aspect of teaching and learning, e.g. your curriculum responsibility, curricula unit of interest, administration, assessment, etc.
A. Identify any existing methods used for:
i. administration,
ii. reporting,
iii. assessment,
iv. recording,
v. the transfer of information,
etc.
B. Describe how you do / could update the methods used with reference to the use of I.C.T. where appropriate.
You should take account of:
i. current classroom focused research,
ii. evidence about the effectiveness of using I.C.T.,
iii. where this type of information can be found.
(Refer to data protection laws and copyrights restrictions, where appropriate.)
PART 4,
ACTION PLAN FOR THE FUTURE
The general purpose of the course is to initiate and enable a personal philosophy of self-development in I.C.T. Hopefully, you are now more skilful in your use of I.C.T. and are more aware of how it can enhance teaching and learning.
This final part requires you to detail your future plans for self-development in I.C.T.
Describe how, why and what you plan to do as:
i. short term aims,
ii. medium term aims,
iii. long term aims.
The I.C.A.A. Information & Communication Technology course reorganised.
Carol Farrington, Bradbury School, The English Schools Foundation, Hong Kong
Permission to use & reproduce this document is granted to teachers & trainers.